Community Service Initiatives: Promoting Education about Justice for Parents and Children

Authors

  • Priyashini Rajhab Department Of Education - Sharda University

DOI:

https://doi.org/10.55885/jucep.v3i1.249

Keywords:

Community, Education, Parents and Children

Abstract

Community empowerment and justice education are just two of the many topics covered on this page concerning the work of Promoting Education about Justice for Parents and Children. Volunteer programs that teach children and their parents about social justice are crucial in creating communities where people experience a sense of agency, fairness, and social consciousness. These initiatives intend to educate both parents and children on the importance of justice in all parts of daily life, as well as on the rights and responsibilities that come with them. Researched in this article is the impact that community service programs that teach parents and children about justice have on individuals and their surrounding neighborhoods. Furthermore, it explores the various strategies and methods utilized by such programs, including but not limited to workshops, seminars, and various types of community engagement. The article also addresses challenges faced by community service organizations and offers recommendations on how they might be overcome to make their activities as successful as possible. This article examines the impact that community service has on teaching both parents and children about the importance of creating a just and equitable society through cooperation between communities, schools, and service providers. In particular, this study will examine how community work might help teach kids and their families about social justice.

References

Brown, M. A. (2021). We Cannot Return to “Normal”: A Post-COVID Call for a Systems Approach to Implementing Restorative Justice in Education (RJE). Laws, 10(3). https://doi.org/10.3390/laws10030068

Fenton, J. (2021). The “undeserving” narrative in child and family social work and how it is perpetuated by “progressive neoliberalism”: Ideas for social work education. Societies, 11(4). https://doi.org/10.3390/soc11040123

Gower, S., Jeemi, Z., Wickramasinghe, N., Kebble, P., Forbes, D., & Dantas, J. A. R. (2022). Impact of a Pilot Peer-Mentoring Empowerment Program on Personal Well-Being for Migrant and Refugee Women in Western Australia. International Journal of Environmental Research and Public Health, 19(6). https://doi.org/10.3390/ijerph19063338

Kumari, R., Kwon, K. S., Lee, B. H., & Choi, K. (2020). Co-creation for social innovation in the ecosystem context: The role of higher educational institutions. Sustainability (Switzerland), 12(1), 1–21. https://doi.org/10.3390/su12010307

Li, J., & Xue, E. (2022). Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence from China. Sustainability (Switzerland), 14(17). https://doi.org/10.3390/su141710522

Liu, H., Liu, L., & Jin, X. (2020). The impact of parental remote migration and parent-child relation types on the psychological resilience of rural left-behind children in China. International Journal of Environmental Research and Public Health, 17(15), 1–19. https://doi.org/10.3390/ijerph17155388

Medina-García, M., Doña-Toledo, L., & Higueras-Rodríguez, L. (2020). Equal opportunities in an inclusive and sustainable education system: An explanatory model. Sustainability (Switzerland), 12(11). https://doi.org/10.3390/su12114626

Smaniotto, C., Brunelli, L., Miotto, E., Del Pin, M., Ruscio, E., & Parpinel, M. (2022). Sustainable Development Goals and 2030 Agenda—Survey on Awareness, Knowledge and Attitudes of Italian Teachers of Public Mandatory Schools, 2021. Sustainability (Switzerland), 14(12). https://doi.org/10.3390/su14127469

Stolper, H., van Doesum, K., Henselmans, P., Bijl, A. L., & Steketee, M. (2022a). The Patient’s Voice as a Parent in Mental Health Care: A Qualitative Study. International Journal of Environmental Research and Public Health, 19(20). https://doi.org/10.3390/ijerph192013164

Stolper, H., van Doesum, K., Henselmans, P., Bijl, A. L., & Steketee, M. (2022b). The Patient’s Voice as a Parent in Mental Health Care: A Qualitative Study. International Journal of Environmental Research and Public Health, 19(20). https://doi.org/10.3390/ijerph192013164

Vidovic, D., Reinhardt, G. Y., & Hammerton, C. (2021). Can social prescribing foster individual and community well-being? A systematic review of the evidence. In International Journal of Environmental Research and Public Health (Vol. 18, Issue 10). MDPI AG. https://doi.org/10.3390/ijerph18105276

Wu, H., & Greig, M. (2022a). Adaptability, Interdisciplinarity, Engageability: Critical Reflections on Green Social Work Teaching and Training. Healthcare (Switzerland), 10(7). https://doi.org/10.3390/healthcare10071245

Wu, H., & Greig, M. (2022b). Adaptability, Interdisciplinarity, Engageability: Critical Reflections on Green Social Work Teaching and Training. Healthcare (Switzerland), 10(7). https://doi.org/10.3390/healthcare10071245

Wu, H., & Greig, M. (2022c). Adaptability, Interdisciplinarity, Engageability: Critical Reflections on Green Social Work Teaching and Training. Healthcare (Switzerland), 10(7). https://doi.org/10.3390/healthcare10071245

Yu, Z., Xu, W., & Yu, L. (2022). Constructing an Online Sustainable Educational Model in COVID-19 Pandemic Environments. Sustainability (Switzerland), 14(6). https://doi.org/10.3390/su14063598

Downloads

Published

2023-05-03

How to Cite

Rajhab, P. (2023). Community Service Initiatives: Promoting Education about Justice for Parents and Children. Journal of Universal Community Empowerment Provision , 3(1), 18-23. https://doi.org/10.55885/jucep.v3i1.249